PREVALENCE OF STUDENTS WITH LEARNING DIFFICULTIES IN NUMBER CONCEPTS AT PRIMARY LEVEL IN PUNJAB

Abstract

The aim of this research was to assess the prevalence of primary mathematics students with learning disabilities. For this cause, 2392 students were chosen as samples. A sample has been chosen. The term 'learning disability' is not an indication of the degree of intelligence, though, it indicates that students can experience physical, educational, emotional and environmental challenges. A review list was designed to classify students with statistical problems and to create a diagnosis test consisting of four subtests: 1 PNT, 2 new diagnostic test, authenticity of screen checklists, diagnostic examinations, and the appropriate field experts. The review list was developed. The evaluation list included a series of diagnostic assessments. Cronbach alpha coefficient of .83 and .80, respectively, have determined the reliability of the screening checklist and diagnostic test. In order to interpret collected data, descriptive and inferential statistical methods were used. Independent sample Ttests were used to detect the gender, rural, low and high-performance differences between students. The incidence of mathematics comparatively higher for female students with learning disabilities compared to male primary students. The prevalence of men and women with learning disabilities was 15.4% and 20.2%. The incidence of mathematical students is 15.6 percent. The training programme to develop capacity for mathematics teachers at the primary level was strongly recommended. In addition, teachers need to use the activity based pedagogical skills to learn mathematics effectively and forever.